scholarly journals MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings

2021 ◽  
Vol 12 ◽  
Author(s):  
Saray Bonete ◽  
Ángela Osuna ◽  
Clara Molinero ◽  
Inmaculada García-Font
Keyword(s):  
Clinical Trial ◽  
Selective Attention ◽  
Training Program ◽  
Cognitive Training ◽  
Sustained Attention ◽  
Attention Deficit ◽  
Processing Speed ◽  
Community Settings ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. Changes were maintained when the program was finished. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.

scholarly journals Computerized cognitive training in children and adolescents with attention deficit/hyperactivity disorder as add-on treatment to stimulants: feasibility study and protocol description

2017 ◽  
Vol 39 (2) ◽  
pp. 65-76 ◽  
Author(s):  
Virginia de Oliveira Rosa ◽  
Marcelo Schmitz ◽  
Carlos Renato Moreira-Maia ◽  
Flavia Wagner ◽  
Igor Londero ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Pilot Study ◽  
Children And Adolescents ◽  
Training Program ◽  
Cognitive Training ◽  
Attention Deficit ◽  
Small Sample ◽  
Adhd Symptoms ◽  
Computerized Cognitive Training ◽  
Hyperactivity Disorder

Abstract Background Cognitive training has received increasing attention as a non-pharmacological approach for the treatment of attention deficit/hyperactivity disorder (ADHD) in children and adolescents. Few studies have assessed cognitive training as add-on treatment to medication in randomized placebo controlled trials. The purpose of this preliminary study was to explore the feasibility of implementing a computerized cognitive training program for ADHD in our environment, describe its main characteristics and potential efficacy in a small pilot study. Methods Six ADHD patients aged 10-12-years old receiving stimulants and presenting residual symptoms were enrolled in a randomized clinical trial to either a standard cognitive training program or a controlled placebo condition for 12 weeks. The primary outcome was core ADHD symptoms measured using the Swanson, Nolan and Pelham Questionnaire (SNAP-IV scale). Results We faced higher resistance than expected to patient enrollment due to logistic issues to attend face-to-face sessions in the hospital and to fill the requirement of medication status and absence of some comorbidities. Both groups showed decrease in parent reported ADHD symptoms without statistical difference between them. In addition, improvements on neuropsychological tests were observed in both groups – mainly on trained tasks. Conclusions This protocol revealed the need for new strategies to better assess the effectiveness of cognitive training such as the need to implement the intervention in a school environment to have an assessment with more external validity. Given the small sample size of this pilot study, definitive conclusions on the effects of cognitive training as add-on treatment to stimulants would be premature.

scholarly journals Computerized Stroop Test to Assess Selective Attention in Children with Attention Deficit Hyperactivity Disorder

2007 ◽  
Vol 10 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Ellen Carolina dos Santos Assef ◽  
Alessandra Gotuzo Seabra Capovilla ◽  
Fernando Cesar Capovilla
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Selective Attention ◽  
Cognitive Flexibility ◽  
Attention Deficit ◽  
Target Stimulus ◽  
Reaction Times ◽  
Stroop Test ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Dsm Iv

Research shows abnormal function of the pre-frontal cortex in Attention Deficit Hyperactivity Disorder (ADHD). This cortex is involved in the control of executive functions related to planning and execution of goal-oriented strategies, working memory, inhibitions, cognitive flexibility, and selective attention. Selective attention involves focus on the target stimulus, ignoring competing distractions. The Stroop Test (Stroop, 1935) is usually used to evaluate selective attention. This study investigated whether children with ADHD could exhibit modified performance in the Stroop Test. Using a computerized version of this test (Capovilla, Montiel, Macedo, & Charin, 2005), the study compared the reaction times (RTs) of 62 Brazilian children, between 8 and 12 years of age, 31 of whom were diagnosed with ADHD and sent to psychiatric clinics, and 31 without ADHD studying in regular schools. All children with ADHD satisfied the criteria of the DSM-IV-TR and were evaluated with the Conners Abbreviated Questionnaire (Goyette, Conners, & Ulrich, 1978), completed by parents and teachers. The results revealed that children with ADHD exhibit greater interference in RT than children without ADHD. This corroborated the hypothesis that children with ADHD exhibit a deficit in selective attention, consisting in augmented RTs, as measured by the Computerized Stroop Test.

Material Development for Language Intervention With Children With Attention Deficit Hyperactivity Disorder

2010 ◽  
Vol 11 (4) ◽  
pp. 118-125
Author(s):  
Stephanie Jansen ◽  
Carmen Thompson ◽  
Andrea Mulder ◽  
Lu-Anne McFarlane
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Sustained Attention ◽  
Attention Deficit ◽  
Language Intervention ◽  
Speech And Language ◽  
Children With Adhd ◽  
Material Development ◽  
Hyperactivity Disorder ◽  
Educational Assistants ◽  
High Prevalence

Abstract Few targeted resources exist for teaching speech and language to children with ADHD, despite the high prevalence of such deficits within this population. While these children can be challenging to teach given their deficits in selective and sustained attention, as well as their impulsivity and hyper-activity, success in learning improves when difficulties in processing physical, visual, and aural stimuli are addressed. This article will provide methods, strategies, and sample materials to support educational assistants, teachers, parents, and speech language pathologists in generating effective and motivating activities to optimize learning in children with ADHD.

Effects of Methylphenidate on Attention Skills in Children With Attention Deficit/Hyperactivity Disorder

2005 ◽  
Vol 6 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Genevieve Lajoie ◽  
Vicki Anderson ◽  
Peter Anderson ◽  
Alan R. Tucker ◽  
Ian H. Robertson ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Selective Attention ◽  
Attention Deficit ◽  
Divided Attention ◽  
Adhd Group ◽  
Trade Off ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Speed Accuracy ◽  
Completion Times

AbstractThis study aimed to investigate the effects of methylphenidate on children with Attention Deficit Hyperactivity Disorder (ADHD). The study employed a conceptual framework of attention, consistent with contemporary theory, and including the following components: sustained attention, selective attention, divided attention, shifting attention, and speed of information processing. Fifteen children (12 boys and 3 girls) of normal intelligence, with a diagnosis of ADHD according to the DSM-IV criteria, and ranging in age from 8 to 11 years participated in the study. Children's attentional abilities were evaluated using the Test of Everyday Attention for Children (TEA-Ch: Manly, Roberston, Anderson, & Nimmo-Smith, 1999). A double-blind counterbalanced repeated-measures design approach was employed to tap on–off medication effects, and deviations from normal. Results showed that comparisons between on–off medication conditions generally detected few differences with respect to sustained and selective attention measures and simple processing speed. In contrast, for higher-level attention domains, including shifting and divided attention, children on medication demonstrated a speed–accuracy trade-off, exhibiting greater accuracy, but slower completion times. When data from the ADHD group were compared to controls a consistent pattern emerged, with children with ADHD in the medication condition being more accurate across all attention domains on all measures. While these children also tended to record slower completion times, group differences and effect sizes were of smaller magnitude. The findings of this study suggest a possible speed–accuracy trade-off effect for children with ADHD on medication.

Visual Attention, Orthographic Word Recognition, and Executive Functioning in Children With ADHD, Dyslexia, or ADHD + Dyslexia

2019 ◽  
pp. 108705471986463
Author(s):  
M. Inmaculada Fernández-Andrés ◽  
Pilar Tejero ◽  
Ximena Vélez-Calvo
Keyword(s):  
Word Recognition ◽  
Executive Functioning ◽  
Selective Attention ◽  
Attention Deficit ◽  
Common Factors ◽  
Visual Selective Attention ◽  
Typical Development ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Age Range

Objective: The current study examined the differences in visual selective attention, orthographic word recognition, and executive functioning. Method: One hundred and forty Ecuadorian children in third and fifth grades of elementary school (8-10 years old) participated in the study—35 with only dyslexia (DD), 35 with the combined type of attention deficit and hyperactivity disorder (ADHD-C), 35 with disorders (DD + ADHD-C), and 35 typical development children (TD). Results: The Ecuadorian children with DD and/or ADHD-C in this age range usually have difficulties in visual selective attention, and also in orthographic word recognition. The executive functioning results showed that such functioning was worse in the ADHD-C groups (with or without DD), but not in the DD group, supporting the dissociation between DD and ADHD-C in executive functioning in this population. Conclusion: The DD + ADHD-C comorbidity produces worse deficits compared to DD, but not compared to ADHD-C, supporting the idea that there are common factors in DD and ADHD-C.

scholarly journals The Effect of Dietary Approaches to Stop Hypertension on Weight, Body Composition, and Blood Pressure of Children with Attention Deficit Hyperactivity Disorder: A Randomized Controlled Clinical Trial

2020 ◽  
Author(s):  
Yadollah Khoshbakht ◽  
Reza Bidaki ◽  
Mahdieh Hosseinzadeh ◽  
Farhang Mirzavandi ◽  
Amin Salehi-Abargouei
Keyword(s):  
Blood Pressure ◽  
Clinical Trial ◽  
Attention Deficit Hyperactivity Disorder ◽  
Diastolic Blood Pressure ◽  
Attention Deficit ◽  
Study Groups ◽  
Dash Diet ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Significant Difference

Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in children. Children with ADHD usually have low blood pressure and weight disorders. Therefore, the present randomized clinical trial was conducted to evaluate the effect of Dietary Approaches to Stop Hypertension (DASH) on weight and blood pressure of children with ADHD. Methods: In this research, 86 children aged 6 to 12 years with diagnosed ADHD according to Conner’s Teacher's Questionnaire and DSM-4 criteria were investigated. Participants were randomly assigned into two groups to receive a DASH diet and a control diet for 12 weeks. Participants' anthropometric indices, blood pressure, physical activity, and dietary compliance were evaluated each month. Adherence to the diet was studied using a three-day food report completed by the participants' parents. Results: A total of 80 children completed the study (40 in each group). No significant difference was observed in any of the weight composition indices measured before and after the intervention between the study groups (P > 0.05). No significant difference was reported in the systolic and diastolic blood pressure between the study groups at the baseline. However, diastolic blood pressure increased in the DASH group significantly compared to the control group (P = 0.02). Conclusion: The DASH diet might increase the diastolic blood pressure in children with ADHD. Further studies with a longer follow-up period are necessary to confirm these results.

Physical Fitness and Resting EEG in Children With Attention Deficit Hyperactivity Disorder

2015 ◽  
Vol 29 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Ching-Wen Huang ◽  
Chung-Ju Huang ◽  
Chiao-Ling Hung ◽  
Chia-Hao Shih ◽  
Tsung-Min Hung
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Fitness ◽  
Attention Deficit ◽  
Resting State ◽  
Self Control ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Higher Power ◽  
Eyes Open ◽  
The Relationship

Children with attention deficit hyperactivity disorder (ADHD) are characterized by a deviant pattern of brain oscillations during resting state, particularly elevated theta power and increased theta/alpha and theta/beta ratios that are related to cognitive functioning. Physical fitness has been found beneficial to cognitive performance in a wide age population. The purpose of the present study was to investigate the relationship between physical fitness and resting-state electroencephalographic (EEG) oscillations in children with ADHD. EEG was recorded during eyes-open resting for 28 children (23 boys and 5 girls, 8.66 ± 1.10 years) with ADHD, and a battery of physical fitness assessments including flexibility, muscular endurance, power, and agility tests were administered. The results indicated that ADHD children with higher power fitness exhibited a smaller theta/alpha ratio than those with lower power fitness. These findings suggest that power fitness may be associated with improved attentional self-control in children with ADHD.

The Impact of Copper in Children with Attention Deficit Hyperactivity Disorder

2017 ◽  
Vol 68 (2) ◽  
pp. 279-283
Author(s):  
Mihail Silviu Tudosie ◽  
Elena Truta ◽  
Ana Maria Davitoiu ◽  
Luminita Stanciulescu ◽  
George Jinescu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Copper Concentration ◽  
Graphite Furnace ◽  
Urine Samples ◽  
Health State ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The Impact

During one year (september 2013 � september 2014), 50 children from the residential institution for children SOS Satele Copiilor Bucharest, where included in our research. The children were distributed in two groups: Group A which consisted of 25 children (12 girls, 13 boys) who were not diagnosed with attention deficit hyperactivity disorder (ADHD) and Group B which consisted of 25 children (14 boys, 11 girls) who were diagnosed with ADHD. Initially, the two groups were subjected at a psycho-diagnostic battery of tests, one of them being the Evaluating the Health State of children with ADHD questionnaire elaborated by us, particularly for this research, with the purpose of highlighting the direct link between the children health state and their ADHD symptoms. This study sought to determine the concentration of copper in urine samples from a group of children with ADHD and a group of normal children, to highlight the role of copper in the development of ADHD symptoms. Levels of copper concentration in urine samples from the two groups were processed by Student�s t-Test. Statistical analysis showed that the arithmetic averages of copper concentration in urine samples, of the two groups do not differ significantly, so copper may be causing ADHD symptoms occur. The copper content in urine samples has been determined using atomic absorption spectrometry with graphite furnace.

scholarly journals A Cross-Sectional Study of 0.6 Million Children with Attention-Deficit/Hyperactivity Disorder in the United States

2020 ◽  
Vol 10 (01) ◽  
pp. e97-e103
Author(s):  
Irene Rethemiotaki
Keyword(s):  
United States ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Family Income ◽  
Neurodevelopmental Disorder ◽  
Multiple Logistic Regression Analysis ◽  
The United States ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Hyperactivity Disorder

AbstractAttention-deficit hyperactivity disorder (ADHD) is an increasingly recognized chronic neurodevelopmental disorder. This work aims at studying the prevalence and clinical characteristics of children with ADHD in the United States in the period between 2009 and 2018. Data from the National Health Interview Survey were analyzed by univariate and multivariate statistics to assess the role of socioeconomic factors in the development of ADHD. It has been studied 615,608 children, 51.2% male and 48.7% female. The prevalence of ADHD was 9.13%, with males predominating over females. The number of children with ADHD increased from 2009 to 2018 by 14.8%. As specified by multiple logistic regression analysis, males (odds ratio [OR] 2.38) who have neither mother nor father (OR 1.76) are twice as likely to have ADHD compared with their peers. In addition, family income (OR 1.40) and parent's education (OR 1.12) were significantly associated with ADHD. It has been highlighted the significance of deprivation of both family and financial comfort as primary indicators for ADHD in children. Moreover, children with ADHD were more likely to be males in the age group of 12 to 17.

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